Alder Grange School

What Ofsted said

From the inspection on 10 March 2026

Pupils are proud to be an ‘Alder Granger’. They enjoy coming to school and this is reflected in their attendance. Pupils understand the consequences of their behaviour. As a result, they strive to live up to the high expectations that staff have of their conduct. Pupils are polite and respectful. Bullying is rare and dealt with seriously if it occurs. This helps pupils to feel safe. Through the personal, social and health education curriculum, pupils develop a mature understanding of their rights and responsibilities. They are encouraged to take part in diversity days and charitable work. This prepares them well for life beyond school. Students in the post-16 provision also benefit from a comprehensive wider-curriculum programme. For example, they enjoy completing research projects and leading social activities. This builds their confidence and readiness to contribute to wider society. Pupils are encouraged to participate in wider learning opportunities through the ‘Being an Alder Granger Award’ programme. For example, pupils relish opportunities for international trips which broaden their experience of the wider world. They also enjoy an array of clubs, such as those for chess, newspaper, fitness and hair braiding. These opportunities help to nurture pupils’ talents and interests. Leadership roles such as anti-bullying ambassadors also reinforce positive relationships and help to create the sense of community that is evident here. Over the past few years, pupils have not consistently achieved well in national examinations. However, this is beginning to change. Pupils experience a well-ordered curriculum, which is generally taught well. This helps them to make sense of their learning. Pupils with special educational needs and/or disabilities, or those facing other barriers to learning, receive helpful targeted support. This helps them to progress through the curriculum.

What the school should improve

• Leaders should ensure that teachers use assessment consistently well across the school to check pupils' learning, and that they make sensible adjustments to their teaching to close any gaps in pupils' knowledge as they emerge.
• Leaders should ensure that teachers consistently adapt their teaching with precision to take account of pupils’ starting points and their individual needs effectively.
• Leaders should ensure that the personal, social and health education curriculum is delivered with sufficient depth and coherence so that pupils develop a deep understanding of key concepts, including cultural diversity and citizenship.

Read the full Ofsted report (opens in a new tab)